Methodological Strategy to Optimize Meaningful Learning in the Use of Simulation Laboratories among University Students

Abstract

This research aims to design and validate a methodological strategy to optimize meaningful learning through the pedagogical use of simulation laboratories in university students. Grounded in constructivist learning theory and supported by pedagogical innovation models, the strategy seeks to enhance students’ ability to integrate theoretical knowledge with simulated experiential contexts. A mixed-method design was employed, comprising a diagnostic phase, strategic instructional design, and structural validation. The study was conducted with undergraduate students enrolled in laboratory-based courses in higher education. The proposed strategy includes collaborative simulation tasks, digital interactive modules, and guided reflection activities designed to foster cognitive anchoring, knowledge transfer, and learner autonomy. Psychometric validation through exploratory factor analysis (EFA) and structural equation modeling (SEM) confirmed the reliability and robustness of the model (Cronbach’s Alpha = 0.754; GFI = 0.945; RMSEA = 0.065). The findings demonstrate that structured use of simulation laboratories significantly improves students’ meaningful learning outcomes. This strategy offers a replicable framework for optimizing educational practices in technologically mediated university environments.